Please take a text you have taught as an example to talk about how to embody the answer of "learning determines teaching, reading is the basis"

The "Chinese Curriculum Standards" points out a direction for our Chinese teachers. So how to implement the curriculum well and achieve the goals of curriculum reform? I think the key is to optimize the teaching process, reform the classroom teaching structure, and firmly establish students' awareness of subjectivity, practice, and innovation.

1. Use learning to determine teaching and establish students’ subjective consciousness.

The "Standards" emphasize that "students are the main body of learning and development. Chinese courses must be based on students' physical and mental development and Chinese learning characteristics, pay attention to students' individual differences and different learning needs, and care for students' curiosity , thirst for knowledge, fully stimulate students' subjective awareness and enterprising spirit, and advocate independent, cooperative, and inquiry-based learning methods. The determination of teaching content, the selection of teaching methods, and the selection of evaluation methods should all contribute to the formation of this learning style. "Therefore, teaching is based on learning, so that teachers' teaching serves students' learning, giving students the initiative, making students truly the masters of learning, and establishing students' subjective awareness."

1. Students set their own learning goals.

On the basis of students' self-reading, students are asked to report what they have understood, ask questions they do not understand or what they want to know, let students set their own learning goals, and cultivate students' ability and habits to find problems. For example, when teaching "Baby Elephants in Bangkok", students asked questions such as "What are the baby elephants in Bangkok like? Is this baby elephant cute? Who is the owner of the baby elephant and what kind of person is he (she)?" Teachers sort out and summarize the questions raised by students, guide students to set their own learning goals, and organize reading teaching.

2． Students choose their own learning content.

The process of reading teaching is actually the process of students' reading practice. Therefore, teachers should not restrict or replace students' thoughts and cognitive levels with their own thoughts and cognitive levels. In the process of students learning texts, teachers are allowed to Students choose learning content independently according to their own reality, fully reflecting students' subjective consciousness. For example, when teaching "Clouds and Mists in Mount Lu", students are allowed to freely study the characteristics of clouds and mists in Mount Lu at different times and places according to their own choices, outline and annotate them in the book, and then organize students to report and communicate collectively. Due to students' different choices of Lushan Yunwu, the order is adjusted at any time according to students' reports during teaching. This teaching allows students to have a "sense of freedom" and have the freedom to do whatever they want, making them more carefree and free, and promotes students' independent learning.

3. Students choose their own learning methods. It is students’ right to choose their own learning methods. Starting from students' learning needs, respecting students' personality differences, and letting students learn the text in their own favorite way, not only can they maximize their strengths and avoid weaknesses, give full play to their respective strengths, but also help speed up the process of understanding the article. Learning becomes lively and creative. For example, when teaching the article "The Harmony of Generals", on the basis of learning the first story "Returning the Perfect Bi to Zhao", students are allowed to choose their favorite way to learn "The Meeting in the Rope Pond" and "The Bearing of the Jing Jing". Please forgive me." "As long as you can understand the content of the story and the characteristics of the characters, you can learn how you want!" Some students learn by reading emotionally, some learn by performing, and some learn by drawing. Some learn through storytelling, some imagine while reading, group discussions and other methods, and the learning is lively and full of vitality, which truly reflects the respect for students and the idea of ??teaching to serve learning.

2. Based on reading, determine the awareness of classroom practice.

The "Standards" emphasize: "Students should be allowed to have more direct contact with Chinese materials and master the rules of using Chinese in a large number of Chinese practices." Therefore, teachers should make students' independent reading the most important thing in reading teaching. , the most frequent activity, students have sufficient time and opportunity to read in class, so that students can have an overall perception while reading, gain insights while reading, develop a sense of language while reading, and be emotionally influenced by reading. Increase students' unique experience while reading, provide Chinese education while reading, and improve students' Chinese literacy while reading.

1. Give students time to read.

Allow enough time for students to read in class. Don’t rush to answer questions that you don’t understand temporarily, but don’t let them go easily. Instead, ask students to read the text again to solve it in a timely manner. Only by fully reading can students understand the text, read correctly, fluently, and emotionally, and discover and solve problems while reading. Generally speaking, students' reading time should account for more than two-thirds of classroom teaching time.

2． How to teach students how to read.

Design different forms of reading according to different language practice purposes, including trial reading, silent reading, named reading, model reading, quoted reading, free reading, simultaneous reading, role-based reading, etc., to guide students to read more . Let students understand, read through, and be familiar with the text, read it with passion and interest, and read it with gusto. It emphasizes the perception and accumulation of language and downplays the analysis of content. For example, when teaching "Five Colorful Pond", I did not pick out the key words to guide students to analyze and explain, and break these beautiful sentences into pieces. Instead, after the students perceived the beauty of form and color of Wucai Po, I asked them to Read the sentences carefully and repeatedly, "see" the strange sights and vivid pictures of Wucai Pond while reading, appreciate the author's exquisite choice of words, expressions, and writing style, and experience the author's surprise and admiration while reading. Model reading allows teachers to read with emotion and influence students, allowing students to understand the content and experience their insights more clearly. Through reading, students can understand the content of the text themselves, cultivate their sense of language, and feel the intuitiveness of the language of the text. and imageability.

3. Question and inspire students to develop their sense of innovation.

Thinking starts with questions. When learning is valuable, there are doubts. Questioning and asking questions is the beginning of "innovation" and is one of the important means to cultivate students' innovative consciousness. Only when students have questions during learning can they become interested and have an eager desire to actively explore and solve problems.

1. Encourage and teach students to question questions. Einstein said: "Asking a question is often more important than solving a problem." Teachers should create a good problem-awareness environment, and fully care and respect students' questioning consciousness during teaching, so that they can think actively and respond to well-posed questions. Praise him promptly, help him improve when he made a mistake, and encourage him to mention it again. How to teach students to question questions? First of all, let students establish that they are not just books or teachers, but dare to ask why and dare to raise doubts. With this spirit, there will be a prerequisite for questioning; secondly, teach students how to question, which can be from the topic, the text content, and the punctuation. Symbols are used to question, find differences from similarities, find problems and contradictions from books and teachers’ explanations, and then there are questions to ask.

2． Guide students to resolve doubts on their own.

When teachers create situations in teaching, they should not only encourage students to boldly ask questions and dare students to ask questions, but more importantly, cultivate their spirit of pursuing the source and constantly exploring. For example, when teaching "We must live up to expectations", we first ask students to read the question, and then ask them to talk about the questions they have after reading the question, so as to guide students to read and question the question. Students raised questions such as: "Who must strive for success? Why must we strive for success? Can 'sure' save money?" The teacher wrote these questions on the blackboard one by one, allowing students to solve them themselves, and guiding students to actively participate in classroom teaching. Come. Another example is when teaching "Beautiful Xiaoxing'anling", students asked, "Why do we say 'trees sprout new branches' instead of 'trees grow new branches'?" "Why is it said that the entire forest is 'immersed' in the thick milky white color? "In the fog?" and other questions, teachers are not eager to answer these questions, but guide students to discuss, let students inspire and think about each other, cultivate students' ability to analyze and solve problems, cultivate their eagerness to seek answers, and make reading teaching The process has become a process of continuously cultivating students’ innovative consciousness.